New article: Insights from a randomized controlled trial of flipped classroom on academic achievement: The challenge of student resistance
New article by Julie Buhl‑Wiggers, Lisbeth la Cour and Annemette Kjærgaard, published in International Journal of Educational Technology in Higher Education:
Abstract
Flipped classroom has been found to positively influence student achievement but
the magnitude of the effect varies greatly according to discipline and local design, and
few studies have been methodologically rigorous enough to establish causal evidence.
Using a randomized controlled trial, this study addresses a gap in current knowledge
by exploring how student responses mediate the impact of flipped classroom on
academic achievement. The empirical setting is a first-year undergraduate macroeconomics
course with 415 students. Comparing students in the treatment group with
those in a traditional class, we find a positive, yet statistically insignificant effect on
academic achievement. However, this overall effect masks important mediating effects,
as students were unexpectedly reluctant to actively participate in the flipped classroom
intervention. Consequently, the intervention has a substantially greater effect on
academic achievement when controlling for the mediating effect of student participation
which leads to consideration of the challenges of student resistance to flipped
classroom.
